Sadlier School

Sadlier Math™
Correlation to the Archdiocese of Washington
Catholic Schools Academic Standards: Mathematics
Grade 3

All rights reserved. May be reproduced for educational use (not commercial use).
and Sadlier® are registered trademarks of William H. Sadlier, Inc. Sadlier Math is a trademark of William H. Sadlier, Inc.
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 1 – NUMBER SENSE
3rd Grade Content Standards
Students understand the relationships among numbers,
quantities, and place value in whole numbers* up to
1,000. They understand the relationship among whole
numbers, simple fractions, and decimals.
MA.3.1.1 Count, read, and write whole numbers up
to 1,000.
Example: Write 349 for the number “three
hundred forty-nine.”
MA.3.1.2 Identify and interpret place value in
whole numbers up to 1,000.
Example: Understand that the 7 in 479
represents 7 tens or 70.
MA.3.1.3 Use words, models, and expanded form
to represent numbers up to 1,000.
Example: Recognize that 492 = 400 + 90 + 2.
MA.3.1.4 Identify any number up to 1,000 in
various combinations of hundreds, tens, and
ones.
Example: 325 can be written as 3 hundreds, 2
tens, and 5 ones, or as 2 hundreds, 12 tens, and
5 ones, etc.
MA.3.1.5 Compare whole numbers up to 1,000
and arrange them in numerical order.
Example: What is the smallest whole number
you can make using the digits 4, 9, and 1? Use
each digit exactly once.
MA.3.1.6 Round numbers less than 1,000 to the
nearest ten and the nearest hundred.
Example: Round 548 to the nearest ten.
2
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Sadlier Math, Grade 3
Chapter 1: 1-1
• 1-1 Read and Write Multi-Digit Numbers—pp. 2–3 (Write numbers
to 1000 using base-ten numerals, number names, and expanded
form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
All rights reserved. May be reproduced for educational use (not commercial use).
Models)
Chapter 1: 1-1
• 1-1 Read and Write Multi-Digit Numbers—pp. 2–3 (Write numbers
to 1000 using base-ten numerals, number names, and expanded
form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
Models)
Chapter 1: 1-1 & 1-2
• 1-1 Read and Write Multi-Digit Numbers—pp. 2–3 (Write numbers
to 1000 using base-ten numerals, number names, and expanded
form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
Models)
• 1-2 Understand the Number Line—pp. 4–5 (Understand how to use a
number line; TE Develop Concepts: Number Lines)
Sadlier Math is a trademark of William H. Sadlier, Inc.
Chapter 1: 1-1
• 1-1 Read and Write Multi-Digit Numbers—pp. 2–3 (Write numbers
to 1000 using base-ten numerals, number names, and expanded
form; TE Develop Concepts: Model 3-Digit Numbers with Base Ten
Models)
TM
Chapter 1: 1-3
• 1-3 Compare and Order Numbers—pp. 6–7 (Compare and order
3-digit numbers using a number line and place value; TE Develop
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
Concepts: Comparing and Ordering)
Chapter 1: 1-4 & 1-5
• 1-4 Round Numbers to the Nearest Ten—pp. 10–11 (Round numbers
to the nearest ten using number lines or place-value concepts; TE
Develop Concepts: Which Tens Number is Closer?)
• 1-5 Round Numbers to the Nearest Hundred—pp. 12–13 (Round
numbers to the nearest 100 using number lines or place-value
concepts; TE Develop Concepts: Which Hundred is Closer?)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 1 – NUMBER SENSE
3rd Grade Content Standards
MA.3.1.7 Identify odd and even numbers up to
1,000 and describe their characteristics.
Example: Find the even number: 47, 106, 357,
629.
MA.3.1.8 Show equivalent fractions* using equal
parts.
Example: Draw pictures to show that 3/5, 6/10,
and 9/15 are equivalent fractions.
MA.3.1.9 Identify and use correct names for
numerators and denominators.
Example: In the fraction 3/5, name the
numerator and denominator.
MA.3.1.10 Given a pair of fractions, decide which
is larger or smaller by using objects or pictures.
Example: Is 3/4 of a medium pizza larger or
smaller than 1/2 of a medium pizza? Explain
your answer.
MA.3.1.11 Given a set* of objects or a picture,
name and write a decimal to represent tenths
and hundredths.
Example: You have a pile of 100 beans and 72
of them are lima beans. Write the decimal that
represents lima beans as a part of the whole
pile of beans.
3
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Sadlier Math, Grade 3
Chapter 2: 2-2
• 2-2 Explore Addition Patterns—pp. 24–25 (Odd numbers, even
numbers)
See also Grade 2
Chapter 10: 10-1
• 10-1 Odd and Even Numbers—pp. 429–432 (Count objects by 2s,
or pair objects, to decide if a number is odd or even; TE Develop
Concepts: Making Pairs (count by twos))
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Chapter 10: 10-1 through 10-3
• 10-1 Whole Numbers and Fractions—pp. 210–211 (Write whole
numbers as fractions and recognize fractions that are equivalent to
whole numbers; TE Develop Concepts: Dividing a Whole into Parts)
• 10-2 Find Equivalent Fractions—pp. 212–213 (Identify equivalent
fractions; TE Develop Concepts: Fractions—using two-color
counters)
• 10-3 Find Equivalent Fractions on a Number Line—pp. 214–215
(Find equivalent fractions on a number line; TE Develop Concepts:
Dividing a Number Line)
Chapter 9: 9-1
• 9-1 Understand Equal Parts—pp. 188–189 (Determine if a shape is
divided into equal parts and name the number of equal parts; TE
Develop Concepts: Equal Shares)
Chapter 10: 10-4 & 10-5
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• 10-4 Compare Fractions with the Same Denominator—pp. 218–219
(Compare fractions with the same denominator; TE Develop
Concepts: Comparing Whole Numbers on Number Lines)
• 10-5 Compare Fractions with the Same Numerator—pp. 220–221
(Compare fractions with the same numerator; TE Develop Concepts:
Compare Unit Fractions)
See Grade 4
TM
Chapter 13: 13-1 & 13-3
• 13-1 Equivalent Fractions: Rename Tenths as Hundredths—pp.
272–273 (Express a fraction with a denominator of 10 as an
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
equivalent fraction with a denominator of 100; TE Develop
Concepts: Equivalent Fractions)
• 13-3 Tenths and Hundredths as Fractions and Decimals—pp.
276–277 (Use decimal notation for fractions with denominators 10
and 100; TE Develop Concepts: Place Value)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 1 – NUMBER SENSE

3rd Grade Content Standards Sadlier Math, Grade 3

MA.3.1.12 Given a decimal for tenths, show it as a See Grade 4

fraction using a place-value model.
Example: Shade the part of a square that
represents 0.7 and write the number 7/10.
Chapter 13: 13-1 & 13-3
• 13-1 Equivalent Fractions: Rename Tenths as Hundredths—pp.
272–273 (Express a fraction with a denominator of 10 as an
equivalent fraction with a denominator of 100; TE Develop
Concepts: Equivalent Fractions)
• 13-3 Tenths and Hundredths as Fractions and Decimals—pp.
276–277 (Use decimal notation for fractions with denominators 10
and 100; TE Develop Concepts: Place Value)

MA.3.1.13 Interpret data displayed in a circle
graph and answer questions about the
situation.
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See Grade 6
Chapter 17: 17-5
• 17-5 Interpret Circle Graphs—pp. 388–389 (Interpret circle graphs;
TE Develop Concepts: Fraction Circles)

Example: Have the students in your class

choose the pizza they like best from these
choices: cheese, sausage, or pepperoni. Use a
spreadsheet to enter the number of students
who chose each kind and make a circle graph
of the data. Determine the most popular and
the least popular kind of pizza, and explain
what the circle and each pie slice represent.

MA.3.1.14 Identify whether everyday events are N/A

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certain, likely, unlikely, or impossible.
Example: It is raining in your neighborhood. Is
it certain, likely, unlikely, or impossible that the
tree in your front yard will get wet?

MA.3.1.15 Record the possible outcomes for a N/A

TM
simple probability experiment.
Example: Have a partner toss a coin while you
keep a tally of the outcomes. Exchange places
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with your partner and repeat the experiment.
Explain your results to the class.

4
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 2 – COMPUTATION
3rd Grade Content Standards
Students solve problems involving addition and subtraction
of whole numbers. They model and solve simple problems
involving multiplication and division.
MA.3.2.1 Add and subtract whole numbers up
to 1,000 with or without regrouping, using
relevant properties of the number system.
Example: 854 – 427 = ?. Explain your method.
MA.3.2.2 Represent the concept of multiplication
as repeated addition.
Example: Lynn made 3 baskets each week for
4 weeks. Draw a picture to show how many
baskets she made.
MA.3.2.3 Represent the concept of division
as repeated subtraction, equal sharing, and
forming equal groups.
Example: Bob shared 10 cookies among 5
friends. Draw a picture to show how many
cookies each friend got.
MA.3.2.4 Know and use the inverse relationship
between multiplication and division facts, such
as 6 × 7 = 42, 42 ÷ 7 = 6, 7 × 6 = 42, 42 ∞÷ 6 = 7.
Example: Find other facts related to 8 × 3 = 24.
5
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Sadlier Math, Grade 3
Chapter 2: 2-1, 2-3 through 2-7
• 2-1 Use Addition Properties—pp. 22–23
• 2-3 Estimate Sums—pp. 26–27
• 2-4 Add with Partial Sums—pp. 30–31
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33
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• 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35
• 2-7 Add with Three or More Addends—pp. 36–37
Chapter 3: 3-1 through 3-6
• 3-1 Estimate Differences—pp. 46–47
• 3-2 Relate Addition and Subtraction—pp. 48–49
• 3-3 Subtract with Partial Differences—pp. 50–51
• 3-4 Subtract Three-Digit Numbers—pp. 54–55
• 3-5 Subtract Across Zeros—pp. 56–57
• 3-6 Problem Solving: Read and Understand—pp. 58–59
Chapter 4: 4-1
• 4-1 Represent Multiplication as Repeated Addition—pp. 66–67
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Chapter 4: 4-5 & 4-6
• 4-5 Represent Division by Sharing—pp. 76–77
• 4-6 Represent Division by Repeated Subtraction—pp. 78–79
Chapter 7: 7-1
• 7-1 Relate Multiplication and Division—pp. 142–143 (Use related
multiplication and division facts to solve problems; TE Develop
Concepts: Grouping in Division)
Chapter 8: 8-5
TM
• 8-5 One and Zero in Division—pp. 172–173 (Use 1 and 0 in division;
TE Develop Concepts: One and Zero Properties of Division)
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Chapter 7: 7-1
• 7-1 Relate Multiplication and Division—pp. 142–143 (Use related
multiplication and division facts to solve problems; TE Develop
Concepts: Grouping in Division)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 2 – COMPUTATION
3rd Grade Content Standards
MA.3.2.5 Show mastery of multiplication facts for
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10.
Example: Know the answer to 6 × 5.
MA.3.2.6 Add and subtract simple fractions with
the same denominator.
Example: Add 3/8 and 1/8 . Explain your
answer.
MA.3.2.7 Use estimation to decide whether
answers are reasonable in addition and
subtraction problems.
Example: Your friend says that 79 – 22 = 27.
Without solving, explain why you think the
answer is wrong.
6
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Sadlier Math, Grade 3
Chapter 5: 5-4
• 5-4 Multiply by 1 and 0—pp. 96–97
Chapter 6: 6-1 through 6-9, 6-11
• 6-1 Break Apart to Multiply—pp. 112–113
• 6-2 Multiply by 3—pp. 114–115
• 6-3 Multiply by 4—pp. 116–117
• 6-4 Multiply by 6—pp. 118–119
• 6-5 Multiply by 7—pp. 120–121
• 6-6 Multiply by 8—pp. 122–123
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• 6-7 Use a Bar Model to Multiply—pp. 126–127
• 6-8 Problem Solving: Make a Table—pp. 128–129
• 6-9 Use the Associative Property to Multiply—pp. 130–131
• 6-11 Multiply by Multiples of 10—pp. 134–135
See Grade 4
Chapter 11: 11-1, 11-2, 11-4 & 11-5
• 11-1 Use Models to Add Fractions—pp. 224–225 (Add fractions
using models; TE Develop Concepts: The Meaning of Sums)
• 11-2 Add Fractions: Like Denominators—pp. 226–227 (Add
fractions with the same denominators; TE Develop Concepts:
Modeling Addition with Fractions)
• 11-4 Use Models to Subtract Fractions—pp. 230–231 (Subtract
fractions using fraction strips and number lines; TE Develop
Concepts: Difference of Fractions)
• 11-5 Subtract Fractions: Like Denominators—pp. 232–233
(Subtract fractions with like denominators; TE Develop Concepts:
Modeling Subtraction with Fractions)
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Problem Solving Strategies
• Make and Use a Plan—p. xxvi (Estimate to check the reasonableness
of the answer)
Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 (Homework
Look Back: Decide if your answer is reasonable)
Chapter 2: 2-3, 2-5 & 2-6
• 2-3 Estimate Sums—pp. 26–27 (Estimate sums to 1000 using
TM
rounding and front-end estimation; TE Develop Concepts: Compare
Estimation Methods)
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33 (Estimate to
check the reasonableness of the answer)
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• 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35 (Check
answer with estimate)
Chapter 3: 3-1, 3-4 & 3-5
• 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
rounding and using front-end estimation; TE Develop Concepts:
Compare Estimation Methods for Subtraction)
• 3-4 Subtract Three-Digit Numbers—pp. 54–55 (Estimate by
rounding. Then subtract and check.)
• 3-5 Subtract Across Zeros—pp. 56–57 (Estimate to check the
reasonableness of the answer)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 2 – COMPUTATION
3rd Grade Content Standards Sadlier Math, Grade 3

MA.3.2.8 Use mental arithmetic to add or Located in the TE, Mental Math is the first activity for
subtract with numbers less than 100. each lesson. For example:

Example: Subtract 35 from 86 without using Chapter 2: 2-1

• 2-1 Use Addition Properties—TE p. 22(TE Mental Math: Find each
pencil and paper. sum. 2 + 1, 4 + 5, 6 + 7, etc.)

Chapter 3: 3-1
• 3-1 Estimate Differences—TE p. 46 (TE Mental Math: Find each
difference. 8 – 3, 20 – 10, 9 – 5, etc.)

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Chapter 4: 4-6
• 4-6 Represent Division by Repeated Subtraction—TE p. 78 (TE
Mental Math: Solve. 28 – 4, 24 – 4, 16 – 4, etc.)

STANDARD 3 – ALGEBRA AND FUNCTIONS

3rd Grade Content Standards Sadlier Math, Grade 3

Students select appropriate symbols, operations, and

properties to represent, describe, simplify, and solve simple
number and functional relationships.

MA.3.3.1 Represent relationships of quantities in Problem Solving Math Practices

• Four Steps: Read and Understand, Represent the Situation/Use an
the form of a numeric expression or equation. Equation, Make and Use a Plan, Look Back—p. xxi

Sadlier Math is a trademark of William H. Sadlier, Inc.

Example: Bill’s mother gave him money to Problem Solving Strategies
• Write and Solve an Equation—p. xxx
buy three drinks that cost 45 cents each at
the concession stand. When he returned to Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81 (Write equations
the bleachers, he gave 25 cents change to his to solve problems involving multiplication and division; TE Develop
Concepts: Explore Equations)
mother. Write an equation to find the amount
Chapter 5: 5-7
of money Bill’s mother originally gave him. • 5-7 Solve for Unknowns—pp. 102–103 (Find the unknown in a

TM
multiplication equation; TE Develop Concepts: Strategies for
Fluency)

Chapter 11: 11-6

and Sadlier® are registered trademarks of William H. Sadlier, Inc.

• 11-6 Problem Solving: Write an Equation—pp. 244–245 (Write one-
step equations to solve problems; TE Develop Concepts: Use a Bar
Model to Represent a Situation)

MA.3.3.2 Solve problems involving numeric Problem Solving Math Practices

• Four Steps: Read and Understand, Represent the Situation/Use an
equations. Equation, Make and Use a Plan, Look Back—p. xxi

Example: Use your equation from the last Problem Solving Strategies
• Write and Solve an Equation—p. xxx
example to find the amount of money that Bill’s
mother gave him, and justify your answer. Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81 (Write equations

continued

7
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 3 – ALGEBRA AND FUNCTIONS
3rd Grade Content Standards
MA.3.3.3 Choose appropriate symbols for
operations and relations to make a number
sentence true.
Example: What symbol is needed to make the
number sentence 4 _ 3 = 12 true?
MA.3.3.4 Understand and use the commutative*
and associative* properties of multiplication.
Example: Multiply the numbers 7, 2, and 5 in
this order. Now multiply them in the order 2, 5,
and 7. Which was easier? Why?
MA.3.3.5 Create, describe, and extend number
patterns using multiplication.
Example: What is the next number: 3, 6, 12, 24,
…? How did you find your answer?
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Sadlier School ®
Sadlier Math, Grade 3
to solve problems involving multiplication and division; TE Develop
Concepts: Explore Equations)
Chapter 5: 5-7
• 5-7 Solve for Unknowns—pp. 102–103 (Find the unknown in a
multiplication equation; TE Develop Concepts: Strategies for
Fluency)
Chapter 11: 11-6
• 11-6 Problem Solving: Write an Equation—pp. 244–245 (Write one-
step equations to solve problems; TE Develop Concepts: Use a Bar
All rights reserved. May be reproduced for educational use (not commercial use).
Model to Represent a Situation)
Chapter 1: 1-3
• 1-3 Compare and Order Numbers—pp. 6–7 (<, =, >)
Chapter 3: 3-6
• 3-6 Problem Solving: Read and Understand—pp. 58–59 (What
operations will you use to solve the problem?)
Chapter 4: 4-1 & 4-5
• 4-1 Represent Multiplication as Repeated Addition—pp. 66–67
(Multiplication symbol)
• 4-5 Represent Division by Sharing—pp. 76–77 (Division symbol)
Chapter 2: 2-1
• 2-1 Use Addition Properties—pp. 22–23 (Identify and understand
the properties of addition; TE Develop Concepts: Properties of
Addition)
Chapter 4: 4-4
• 4-4 Multiply with the Commutative Property—pp. 74–75
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Chapter 6: 6-9
• 6-9 Use the Associative Property to Multiply—pp. 130–131 (Use
the Associative Property of Multiplication to multiply; TE Develop
Concepts: Use the Associative Property to Add)
Chapter 8: 8-5
• 8-5 One and Zero in Division—pp. 172–173 (Use 1 and 0 in division;
TE Develop Concepts: One and Zero Properties of Division)
TM
Chapter 2: 2-2
• 2-2 Explore Addition Patterns—pp. 24–25
Chapter 5: 5-5 & 5-6
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• 5-5 Multiply by 10—pp. 98–99
• 5-6 Find Patterns in the Multiplication Table—pp. 100–101
Chapter 6: 6-10
• 6-10 Find More Multiplication Patterns—pp. 132–133
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 3 – ALGEBRA AND FUNCTIONS

3rd Grade Content Standards Sadlier Math, Grade 3

MA.3.3.6 Solve simple problems involving a Chapter 5: 5-6

• 5-6 Find Patterns in the Multiplication Table—pp. 100–101 (Find and
functional relationship between two quantities. use patterns in the multiplication table; TE Develop Concepts: Using
a Multiplication Table)
Example: Ice cream sandwiches cost 20 cents
each. Find the costs of 1, 2, 3, 4, … ice cream
sandwiches. What pattern do you notice?
Continue the pattern to find the cost of enough
ice cream sandwiches for the class.

All rights reserved. May be reproduced for educational use (not commercial use).
STANDARD 4 – GEOMETRY
3rd Grade Content Standards Sadlier Math, Grade 3

Students describe and compare the attributes of plane and

solid geometric shapes and use their understanding to show
relationships and solve problems.

MA.3.4.1 Identify quadrilaterals* as four-sided Chapter 14: 14-2

• 14-2 Classify Quadrilaterals—pp. 296–297 (Classify quadrilaterals by
shapes. their attributes; TE Develop Concepts: More than One Name)

Example: Which of these are quadrilaterals:

square, triangle, or rectangle?

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MA.3.4.2 Identify right angles in shapes and
objects and decide whether other angles are
greater or less than a right angle.
Chapter 14: 14-2 & 14-3
• 14-2 Classify Quadrilaterals—pp. 296–297 (Right angles)
• 14-3 Draw Quadrilaterals—pp. 298–299 (TE Develop Concepts: Draw
Parallel Lines and Right Angles)

Example: Identify right angles in your See also Grade 4

classroom. Open the classroom door until it Chapter 16: 16-2

TM
• 16-2 Angle Measure—pp. 352–353 (Right, acute, obtuse, and
makes a right angle with one wall and explain straight angles )
what you are doing.

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MA.3.4.3 Identify, describe, and classify: cube,
sphere*, prism*, pyramid, cone, and cylinder.
Example: Describe the faces of a pyramid and
identify its characteristics.
See Grade 2
Chapter 13: 13-3
• 13-3 Identify Three-Dimensional Shapes—pp. 565–568 (Identify
cones, cubes, cylinders, pyramids, rectangular prisms, and
spheres; TE Develop Concepts: Three-Dimensional Figures)

9
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 4 – GEOMETRY
3rd Grade Content Standards Sadlier Math, Grade 3

MA.3.4.4 Identify common solid objects that are See Grade 5

the parts needed to make a more complex solid
object.
Example: Describe and draw a house made
from a prism and a pyramid.
Chapter 16: 16-1
• 16-1 Solid Figures—pp. 360–361 (Identify solid figures and their
attributes; Relate plane and solid figures to identify nets for solid
figures; TE Develop Concepts: Two-Dimensional Objects)

MA.3.4.5 Draw a shape that is congruent* to See Grade 4

another shape.
Example: Draw a triangle that is congruent to
a given triangle. You may use a ruler and pencil
or the drawing program on a computer.
All rights reserved. May be reproduced for educational use (not commercial use).
Chapter 17: 17-2
• 17-2 Quadrilaterals—pp. 372–373 (Identify and classify
quadrilaterals, equal sides; TE Develop Concepts: Constructing
Quadrilaterals)
See also Grade 5
Chapter 15: 15-1
• 15-1 Polygons—pp. 342–343 (TE Guided Practice: definition of
rhombus: parallelogram with 4 congruent sides)

MA.3.4.6 Use the terms point, line, and line
segment in describing two-dimensional shapes.
Example: Describe the way a triangle is made
of points and line segments and how you know
it is a triangle.
See Grade 4
Chapter 16: 16-1
• 16-1 Points, Lines, Line Segments, Rays, and Angles—pp. 350–351
(Identify and draw points, lines, line segments, rays, and angles;
TE Develop Concepts: Basic Geometric Figures)

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MA.3.4.7 Draw line segments and lines. Chapter 11: 11-1
• 11-1 Measure Length—pp. 232–233 (Draw lines with the length
Example: Draw a line segment three inches shown)

long.

MA.3.4.8 Identify and draw lines of symmetry See Grade 4

in geometric shapes (by hand or using Chapter 17: 17-4
• 17-4 Symmetry—pp. 376–377 (Identify line symmetry in figures

TM
technology). and draw lines of symmetry; TE Develop Concepts: Symmetry as
Reflections)
Example: Use pencil and paper or a drawing
program to draw lines of symmetry in a square.
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Discuss your findings.

MA.3.4.9 Sketch the mirror image reflections of N/A

shapes.
Example: Hold up a cardboard letter F to a
mirror. Draw the letter and the shape you see in
the mirror.

10
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 4 – GEOMETRY
3rd Grade Content Standards
MA.3.4.10 Recognize geometric shapes and their
properties in the environment and specify their
locations.
Example: Write the letters of the alphabet and
draw all the lines of symmetry that you see.
STANDARD 5 – MEASUREMENT
3rd Grade Content Standards
Students choose and use appropriate units and
measurement tools for length, capacity, weight,
temperature, time, and money.
MA.3.5.1 Measure line segments to the nearest
half-inch.
Example: Measure the length of a side of a
triangle.
MA.3.5.2 Determine equivalent measures of
length. Give your answer in yards, feet and
inches.
Example: Measure a length of string that is 36”
and report the measurement as 1 yard or 3 feet.
MA.3.5.3 Find the perimeter of a polygon*.
Example: Find the perimeter of a table in
centimeters. Explain your method.
MA.3.5.4 Estimate or find the area of shapes by
covering them with squares.
Example: How many square tiles do we need to
cover this desk?
11
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Sadlier Math, Grade 3
Chapter 14: 14-1 & 14-2
• 14-1 Classify Polygons—pp. 294–295 (Classify polygons by their
attributes; TE Develop Concepts: Describe Geometric Figures)
• 14-2 Classify Quadrilaterals—pp. 296–297 (Classify quadrilaterals by
their attributes; TE Develop Concepts: More than One Name)
All rights reserved. May be reproduced for educational use (not commercial use).
Sadlier Math, Grade 3
Chapter 11: 11-1
• 11-1 Measure Length—pp. 232–233 (Measure lengths to the nearest
quarter and half inch; TE Develop Concepts: Use Measuring Tools for
Length)
See Grade 4
Sadlier Math is a trademark of William H. Sadlier, Inc.
Chapter 14: 14-2
• 14-2 Customary Units of Length—pp. 298–299 (Solve length
problems using customary units of measure; TE Develop
Concepts: Converting Units with Tables)
Chapter 16: 16-1 through 16-6
TM
• 16-1 Understand Perimeter—pp. 332–333
• 16-2 Find Perimeter—pp. 334–335
• 16-3 Find Unknown Side Lengths—pp. 336–337
• 16-4 Problem Solving: Compare Strategies—pp. 340–341 (Solve
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
perimeter problems in two ways by using different strategies and
comparing them)
• 16-5 Same Perimeter, Different Areas—pp. 342–343
• 16-6 Same Area, Different Perimeters—pp. 344–345
Chapter 15: 15-1 through 15-3
• 15-1 Understand Area—pp. 312–313 (Count the number of unit
squares)
• 15-2 Find Area Using Standard Units—pp. 314–315 (Count the
number of unit squares)
• 15-3 Find the Area of a Rectangle and a Square—pp. 316–317 (Count
the number of unit squares)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 5 – MEASUREMENT
3rd Grade Content Standards
MA.3.5.5 Estimate or find the volumes of objects
by counting the number of cubes that would fill
them.
Example: How many of these cubes will fill the
box?
MA.3.5.6 Estimate and measure capacity using
quarts, gallons, and liters.
Example: This bottle holds one liter. Estimate
how many liters the sink holds.
MA.3.5.7 Estimate and measure weight using
pounds and kilograms.
Example: Estimate the weight of your book bag
in pounds.
MA.3.5.8 Compare temperatures in Celsius and
Fahrenheit.
Example: Measure the room temperature using
a thermometer that has both Celsius and
Fahrenheit units. If the temperature in the room
measures 70ºF, will the Celsius measurement be
higher or lower?
MA.3.5.9 Tell time to the nearest minute.
Example: Using an analog clock, determine
times such as 3:12 and 9:43.
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Sadlier Math, Grade 3
See Grade 5
Chapter 16: 16-2 16-3
• 16-2 Cubic Measure—pp. 362–363 (Packing solid figure with unit
cubes)
• 16-3 Volume of Rectangular Prisms—pp. 364–365 (Find volume
by packing with unit cubes)
Chapter 11: 11-2 & 11-3
All rights reserved. May be reproduced for educational use (not commercial use).
• 11-2 Estimate and Measure Liquid Volume—pp. 234–235 (Estimate
liquid volumes in the metric system; TE Develop Concepts: Use
Measures of Length to Describe Objects)
• 11-3 Operations with Liquid Volume—pp. 236–237 (Solve one-step
problems involving liquid volumes that are given in the same units;
TE Develop Concepts: Uses of Tables)
See also Grade 4
Chapter 14: 14-3 & 14-5
• 14-3 Customary Units of Capacity—pp. 300–301
• 14-5 Operations with Customary Units—pp. 304–305
Chapter 11: 11-4 & 11-5
• 11-4 Estimate and Measure Mass—pp. 240–241 (Estimate and
measure masses using the metric system; TE Develop Concepts: Use
Measures of Mass)
• 11-5 Operations with Mass—pp. 242–243 (Solve one-step problems
involving masses that are given in the same units; TE Develop
Concepts: Choosing an Operation to Use)
Sadlier Math is a trademark of William H. Sadlier, Inc.
See also Grade 4
Chapter 14: 14-4 & 14-5
• 14-4 Customary Units of Weight—pp. 302–303
• 14-5 Operations with Customary Units—pp. 304–305
See Grade 4
Chapter 15: 15-4
TM
• 15-4 Temperature—pp. 330–331 (Solve problems involving
temperature; TE Develop Concepts: Scales as Measurement)
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
Chapter 13: 13-1
• 13-1 Tell Time to the Minute—pp. 276–277 (Read and write time to
the minute; TE Develop Concepts: Recall Telling Time)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 5 – MEASUREMENT
3rd Grade Content Standards
MA.3.5.10 Find the value of any collection of
coins and bills. Write amounts less than a dollar
using the ¢ symbol and write larger amounts in
decimal notation using the $ symbol.
Example: You have 5 quarters and 2 dollar bills.
How much money is that? Write the amount.
MA.3.5.11 Use play or real money to decide
whether there is enough money to make a
purchase.
Example: You have $5. Can you buy two books
that cost $2.15 each? What about three books
that cost $1.70 each? Explain how you know.
13
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Sadlier Math, Grade 3
See Grade 2
Chapter 12-1 through 12-7
• 12-1 Pennies, Nickels, and Dimes—pp. 497–500 (Find the value
of a group of coins consisting of pennies, nickels, and dimes; TE
Develop Concepts: Exploring Coins)
• 12-2 Quarters—pp. 501–504 (Find the value of a group of coins
consisting of pennies, nickels, dimes, and quarters; TE Develop
Concepts: Exploring Quarters)
• 12-3 Equal Amounts—pp. 505–508 (Show amounts of money in
more than one way using pennies, nickels, dimes, and quarters;
All rights reserved. May be reproduced for educational use (not commercial use).
TE Develop Concepts: Counting Coins)
• 12-4 Compare Money—pp. 509–512 (Compare an amount of
money to the cost of an item; TE Develop Concepts: Explore
Comparing Money)
• 12-5 Make Change—pp. 513–516 (Find the amount of change
needed, given the price and amount paid; TE Develop Concepts:
Finding the Difference in Amounts)
• 12-6 Add and Subtract Money—pp. 517–520 (Add and subtract
amounts of money; TE Develop Concepts: Reviewing Addition
and Subtraction)
• 12-7 One Dollar—pp. 521–524 (Count and find amounts of coins
equal to a dollar; TE Develop Concepts: Exploring Dollars)
See Grade 2
Chapter 12-1 through 12-7
• 12-1 Pennies, Nickels, and Dimes—pp. 497–500 (Find the value
of a group of coins consisting of pennies, nickels, and dimes; TE
Develop Concepts: Exploring Coins)
• 12-2 Quarters—pp. 501–504 (Find the value of a group of coins
Sadlier Math is a trademark of William H. Sadlier, Inc.
consisting of pennies, nickels, dimes, and quarters; TE Develop
Concepts: Exploring Quarters)
• 12-3 Equal Amounts—pp. 505–508 (Show amounts of money in
more than one way using pennies, nickels, dimes, and quarters;
TE Develop Concepts: Counting Coins)
• 12-4 Compare Money—pp. 509–512 (Compare an amount of
money to the cost of an item; TE Develop Concepts: Explore
Comparing Money)
• 12-5 Make Change—pp. 513–516 (Find the amount of change
needed, given the price and amount paid; TE Develop Concepts:
Finding the Difference in Amounts)
TM
• 12-6 Add and Subtract Money—pp. 517–520 (Add and subtract
amounts of money; TE Develop Concepts: Reviewing Addition
and Subtraction)
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
• 12-7 One Dollar—pp. 521–524 (Count and find amounts of coins
equal to a dollar; TE Develop Concepts: Exploring Dollars)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 5 – MEASUREMENT
3rd Grade Content Standards
MA.3.5.12 Carry out simple unit conversions
within a measurement system (e.g., centimeters
to meters, hours to minutes).
Example: How many minutes are in 3 hours?
STANDARD 6 - PROBLEM SOLVING
3rd Grade Content Standards
Students make decisions about how to approach problems
and communicate their ideas.
MA.3.6.1 Analyze problems by identifying
relationships, telling relevant from irrelevant
information, sequencing and prioritizing
information, and observing patterns.
Example: Solve the problem: “Start with any
number. If it is even, halve it. If it is odd, add
1. Do the same with the result and keep doing
that. Find what happens by trying different
numbers. ”Try two or three numbers and look
for patterns.”
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Sadlier School ®
Sadlier Math, Grade 3
Chapter 11: 11-3 through 11-5
• 11-3 Operations with Liquid Volume—pp. 236–237 (Solve one-step
problems involving liquid volumes that are given in the same units;
TE Develop Concepts: Uses of Tables)
• 11-4 Estimate and Measure Mass—pp. 240–241 (Estimate and
measure masses using the metric system; TE Develop Concepts: Use
Measures of Mass)
• 11-5 Operations with Mass—pp. 242–243 (Solve one-step problems
involving masses that are given in the same units; TE Develop
Concepts: Choosing an Operation to Use)
All rights reserved. May be reproduced for educational use (not commercial use).
Chapter 13: 13-4
• 13-4 Operations with Time—pp. 284–285 (Solve word problems
involving addition and subtraction of time intervals in minutes; TE
Develop Concepts: Decide What to Find and Do for Time Problems)
Sadlier Math, Grade 3
For each lesson, the new skill or skills are presented
in the context of a real-world situation or problem.
Students study step-by-step solutions then apply
Sadlier Math is a trademark of William H. Sadlier, Inc.
what they’ve learned in the Problem Solving section
of the lesson.
In addition, each chapter includes a full Problem
Solving lesson that combines application of newly
learned skills with a focus on problem solving
strategies.
TM
See the following problem solving resources:
Problem Solving Math Practices
• Four Steps: Read and Understand, Represent the Situation/Use
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
an Equation, Make and Use a Plan, Look Back—p. xxi
• Make Sense of Problems/Use Reasoning—p. xxii
• Explain Your Reasoning/Model with Mathematics—p. xxiii
• Use the Right Tools/Be Precise—p. xxvi
• Look for a Pattern—p. xxv
Problem Solving Strategies
• Make and Use a Plan—p. xxvi
• Work Backward—p. xxvii
• Use Logical Reasoning—p. xxviii
• Read and Understand—p. xxix
• Write and Solve an Equation—p. xxx
• Make an Organized List—p. xxxi
continued
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM

Washington Catholic Schools Academic Standards: Mathematics Sadlier School ®

STANDARD 6 - PROBLEM SOLVING

3rd Grade Content Standards Sadlier Math, Grade 3

Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15

Chapter 2: 2-8
• 2-8 Problem Solving: Use a Model—pp. 38–39

Chapter 3: 3-6
• 3-6 Problem Solving: Read and Understand—pp. 58–59

Chapter 4: 4-7
• 4-7 Problem Solving: Write an Equation—pp. 80–81

All rights reserved. May be reproduced for educational use (not commercial use).
Chapter 5: 5-8
• 5-8 Problem Solving: Compare Models—pp. 104–105

Chapter 6: 6-8
• 6-8 Problem Solving: Make a Table—pp. 128–129

Chapter 7: 7-6
• 7-6 Problem Solving: Use Drawings to Solve Problems—pp.
154–155

Chapter 8: 8-6
• 8-6 Problem Solving: Work Backward—pp. 174–175

Chapter 9: 9-7
• 9-7 Problem Solving: Use a Model—pp. 202–203

Chapter 10: 10-7

• 10-7 Problem Solving: Act It Out—pp. 224–225

Chapter 11: 11-6

• 11-6 Problem Solving: Write an Equation—pp. 244–245

Chapter 12: 12-6

Sadlier Math is a trademark of William H. Sadlier, Inc.

• 12-6 Problem Solving: Compare Models—pp. 264–265

Chapter 13: 13-5

• 13-5 Problem Solving: Use Logical Reasoning—pp. 286–287

Chapter 14: 14-5

• 14-5 Problem Solving: Choose a Strategy—pp. 304–305

Chapter 15: 15-6

• 15-6 Problem Solving: Guess and Test—pp. 324–325

TM
Chapter 16: 16-4
• 16-4 Problem Solving: Compare Strategies—pp. 340–341

MA.3.6.2 Decide when and how to break a Chapter 14: 14-4

and Sadlier® are registered trademarks of William H. Sadlier, Inc.
• 14-4 Compose and Decompose Shapes—pp. 302–303 (Compose
problem into simpler parts. and decompose shapes; TE Develop Concepts: Tetrominoes)

Example: In the first example, find what Chapter 15: 15-5

• 15-5 Find Area of Composite Shapes—pp. 322–323 (Find the area
happens to all the numbers up to 10. of a composite shape by decomposition into non-overlapping
rectangles; TE Develop Concepts: Decompose Shapes into
Rectangles and Squares)

15
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 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 6 - PROBLEM SOLVING
3rd Grade Content Standards
Students use strategies, skills, and concepts in finding and
communicating solutions to problems.
MA.3.6.3 Apply strategies and results from
simpler problems to solve more complex
problems.
Example: In the first example, use your results
for the numbers up to 10 to find what happens
to all the numbers up to 20.
MA.3.6.4 Express solutions clearly and logically
by using the appropriate mathematical terms
and notation. Support solutions with evidence
in both verbal and symbolic work.
Example: In the first example, explain what
happens to all the numbers that you tried.
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Sadlier School ®
Sadlier Math, Grade 3
Chapter 3: 3-2
• 3-2 Relate Addition and Subtraction—pp. 48–49 (TE Problem
Solving: If necessary, show a simpler problem, such as 7 – 9, and use
a number line to show that it cannot equal 2.)
Chapter 5: 5-5
• 5-5 Multiply by 10—pp. 98–99 (TE Write About It: Students may
All rights reserved. May be reproduced for educational use (not commercial use).
need to be reminded of the relationship between addition and
multiplication. Provide a simpler problem if needed to get students
on track.)
Chapter 7: 7-6
• 7-6 Problem Solving: Use Drawings to Solve Problems—pp. 154–155
(TE Guided Practice: After students draw the new model that shows
the change in the situation, discuss how using a simple model makes
it easier when a model has to change because a situation changes.)
In addition to representative instructional activities
cited below, students express solutions clearly and
logically with appropriate mathematical terms and
notation in every lesson. Students support solutions
with evidence in the Write About It exercises at the
conclusion of every lesson. Consider the following
representative lessons:
Problem Solving Math Practices
Sadlier Math is a trademark of William H. Sadlier, Inc.
• Use Reasoning—p. xxii
• Explain Your Reasoning/Model with Mathematics—p. xxiii
Problem Solving Strategies
• Use Logical Reasoning—p. xxviii
• Make an Organized List—p. xxxi
Chapter 4: 4-6
• 4-6 Represent Division by Repeated Subtraction—pp. 78–79
(Write About It: Mr. David has 21 rulers. He wants to give 3 to
TM
each group. Are there enough rulers for 8 groups? Explain why or
why not.)
Chapter 13: 13-5
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
• 13-5 Problem Solving: Use Logical Reasoning—pp. 286–287 (Solve
problems, including those involving time, using logical reasoning;
TE Develop Concepts: Analyze Problem Situations)
Chapter 16: 16-4
• 6-4 Problem Solving: Compare Strategies—pp. 340–341 (TE
Practice: Make sure that students justify their reasoning.)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 6 - PROBLEM SOLVING
3rd Grade Content Standards
MA.3.6.5 Recognize the relative advantages of
exact and approximate solutions to problems
and give answers to a specified degree of
accuracy.
Example: Measure the length and width of a
room to the nearest meter to find how many
student desks will fit in it. Would this be an
accurate enough method if you were carpeting
the room?
MA.3.6.6 Know and use strategies for estimating
results of whole-number addition and
subtraction.
Example: You buy 2 bags of candy for $1.05
each. The cashier tells you that will be $1.70.
Does that surprise you? Why or why not?
MA.3.6.7 Make precise calculations and check
the validity of the results in the context of the
problem.
Example: In the first example, notice that the
result of adding 1 to an odd number is always
even. Use this to check your calculations.
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Sadlier School ®
Sadlier Math, Grade 3
Chapter 2: 2-3
• 2-3 Estimate Sums—pp. 26–27 (TE Use the Student Pages: Why
might you want to use an estimate instead of an actual sum? Elicit
that often an exact amount is not needed, for example, knowing
about how far it is between two places, knowing about how long
it will take to rake some leaves, or knowing exactly how much two
items priced at $7.95 each cost when you have a $20 bill to pay for
them.)
Chapter 3: 3-1
• 3-1 Estimate Differences—pp. 46–47 (TE Summarize: What are some
All rights reserved. May be reproduced for educational use (not commercial use).
reasons for estimating differences? (an exact difference not being
needed; checking a subtraction problem; seeing about how many
places are in a difference)
Chapter 2: 2-3
• 2-3 Estimate Sums—pp. 26–27 (Estimate sums to 1000 using
rounding and front-end estimation; TE Develop Concepts: Compare
Estimation Methods)
Chapter 3: 3-1
• 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
rounding and using front-end estimation; estimated answers should
be to original numbers to be reasonable.)
Throughout the program, students are reminded to
check the results of their computation. In addition,
several exercises help students focus on error
Sadlier Math is a trademark of William H. Sadlier, Inc.
analysis. For example:
Problem Solving Math Practices
• Be Precise—p. xxvi
Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 ((Look
Back: Check whether the answer makes sense)
Chapter 3: 3-2 & 3-5
• 3-2 Relate Addition and Subtraction—pp. 48–49 (TE Use the
TM
Student Pages: What equation needs to be solved to answer the
question? (535 s 104 t ?) How can you check that the difference
is correct? (Add the difference, 431, to 104 and see if the sum is
535.)
and Sadlier® are registered trademarks of William H. Sadlier, Inc.
• 3-5 Subtract Across Zeros—pp. 56–57 (Write About It: Morgan
subtracted 567 from 700. She found a difference of 233. Is
Morgan correct? Explain your answer.)
Chapter 5: 5-1
• 5-1 Multiply by 2—pp. 88–89 (Write About It: Jacob is trying to
find 7 x 2 by using repeated addition. He writes 2 + 2 + 2 + 2 + 2 +
2 + 2 + 2 = 16. Explain and correct Jacob’s error.)
Chapter 6: 6-7
• 6-7 Use a Bar Model to Multiply—pp. 126–127 (Write About It:
Morgan says the bar model shows the number sentence 3 + 3 + 3
+ 3 + 3 + 3 = 18. Gina says that it shows 6 x 3 = 18. Who is correct?
Explain.)
 Sadlier Math Grade 3 Correlation to the Archdiocese of
TM
Washington Catholic Schools Academic Standards: Mathematics
STANDARD 6 - PROBLEM SOLVING
3rd Grade Content Standards
Students determine when a solution is complete and
reasonable and move beyond a particular problem by
generalizing to other situations.
MA.3.6.8 Decide whether a solution is reasonable
in the context of the original situation.
Example: In the example about fitting desks
into a room, would an answer of 1,000 surprise
you?
MA.3.6.9 Note the method of finding the solution
and show a conceptual understanding of the
method by solving similar problems.
Example: Change the first example so that
you multiply odd numbers by 2 or 3 or 4 or 5,
before adding 1. Describe the pattern you see.
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Sadlier School ®
Sadlier Math, Grade 3
Chapter 1: 1-6
• 1-6 Problem Solving: Use a Four-Step Process—pp. 14–15 (Solve
problems by using a four-step process; reasonableness.)
Chapter 2: 2-5
All rights reserved. May be reproduced for educational use (not commercial use).
• 2-5 Use Place Value to Add: Regroup Once—pp. 32–33 (Add two
3-digit numbers by regrouping ones or tens; reasonableness.)
Chapter 3: 3-1, 3-4 through 3-6
• 3-1 Estimate Differences—pp. 46–47 (Estimate differences by
rounding and using front-end estimation; estimated answers should
be to original numbers to be reasonable.)
• 3-4 Subtract Three-Digit Numbers—pp. 54–55 (Subtract 3-digit
numbers using regrouping; reasonable answers.)
• 3-5 Subtract Across Zeros—pp. 56–57 (Subtract 3-digit numbers
when the minuend has zeros; reasonable answers.)
• 3-6 Problem Solving: Read and Understand—pp. 58–59 (Use the
relationship between addition and subtraction to solve problems;
reasonable answers.)
Students extend their understanding of how to solve
one type of problem to solving similar problems in
many lessons. For example:
Chapter 2: 2-6
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• 2-6 Use Place Value to Add: Regroup Twice—pp. 34–35 (TE Use
the Student Pages: Explain that this lesson is similar to the last
lesson but that students will regroup in both the ones and tens
places.)
Chapter 11: 11-5
• 11-5 Operations with Mass—pp. 242–243 (TE Develop Concepts:
Choosing an Operation to Use: Ask students to compare this
problem with the first problem. Discuss how they are similar.)
Chapter 15: 15-3
TM
• 15-3 Find the Area of a Rectangle and a Square—pp. 316–317 (TE
Develop Concepts: Review Arrays: How is this diagram like the
other diagrams? (The squares are the same size.) How is this
diagram different from the other diagrams?)
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